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(Personen: "Roczen," und "Nina")

Developing the assessment for the external evaluation of the HAND:ET system Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44471 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Hartig, Johannes
Title: Developing the assessment for the external evaluation of the HAND:ET system
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 161-180
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=162
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): This chapter outlines the strategy used for the external evaluation of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges (HAND:ET) system. We describe the measures targeting socio-emotional competencies and diversity awareness (SEDA) that were selected and central to the evaluation process. Our evaluation strategy includes the use of self-report questionnaires and focus group interviews to measure and explain the impact of the HAND:ET system. In addition, we explore participants' perceptions of the training sessions and identify areas for improving the HAND:ET system. In this chapter, we also present the results of analysis of the pre-test data, with a focus on examining the quality of the questionnaire scales. Finally, we describe the final selection of the self-report scales used in the evaluation of the HAND:ET system, which will help us to assess the HAND:ET system's outcomes. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND:ET system - findings from the participants' perspective Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Minh Nguyen, Tan; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44473 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Delgado-Osorio, Ximena; Minh Nguyen, Tan; Hartig, Johannes
Title: Evaluation of the HAND:ET system - findings from the participants' perspective
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 201-225
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=202
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): This chapter summarises and discusses the ways participants evaluated the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Awareness Career Challenges ("HAND:ET") system. The evaluation is based on data from open-ended and closed questions in the post-test evaluation questionnaire and from focus group interviews. While the findings complement the experimental outcome evaluation described by Rožman and colleagues (Chapter 8 of this book), they also serve a formative purpose: they help to identify starting points for improving the HAND:ET system. In terms of the summative outcome evaluation, the results show that the participants rate the programme very positively and see it as useful and effective. They report a variety of learning effects in the area of socio-emotional competencies and diversity awareness (SEDA) as well as changes in their lifestyle. Suggestions for improvement were given in the area of content and exercises, implementation of the programme, and the modality. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND:ET system - results of the questionnaire scales Rožman, Mojca; Roczen, Nina; Hartig, Johannes Book Chapter | Aus: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges | Münster: Waxmann | 2024 44472 Endnote: Author(s): Rožman, Mojca; Roczen, Nina; Hartig, Johannes
Title: Evaluation of the HAND:ET system - results of the questionnaire scales
In: Kozina, Ana (Hrsg.): Empowering teachers across Europe to deal with social, emotional and diversity related challenges, Münster: Waxmann, 2024 , S. 181-200
URL: https://www.pedocs.de/volltexte/2024/29154/pdf/Kozina_2024_Empowering_teachers_across_Europe.pdf#page=182
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract (english): A principal focus of the evaluation of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Awareness Career Challenges (HAND:ET) system is tracing back the causal effects of the HAND:ET teacher programme. We investigate whether the HAND:ET system had the expected effects on social, emotional competencies and diversity awareness. In this chapter, we present results regarding the programme's effectiveness that are based on questionnaire scales in the evaluation instrument for teachers. The results are part of the experimental outcome evaluation. We compare the experimental group with the control group in the pre- and post-measurements. Our analyses confirmed several of the effects we had hypothesised, especially with respect to emotional competencies. However, the effects vary widely from country to country. The HAND:ET system may therefore be judged as effective, even though its effects are complex, appear to vary across countries, and depend on the particular outcome being examined. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Teachers' social and emotional competencies. A lever for social and emotional learning in schools Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; […] Journal Article | In: Sociology and Space | 2023 44272 Endnote: Author(s): Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; Gasteiger Klicpera, Barbara; Gøtzsche, Katinka; Kozina, Ana; Perković, Iva; Roczen, Nina; Tomé, Gina; Veldin, Manja
Title: Teachers' social and emotional competencies. A lever for social and emotional learning in schools
In: Sociology and Space, 61 (2023) 1, S. 105-122
DOI: 10.5673/sip.61.1.5
URL: https://hrcak.srce.hr/clanak/438194
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract (english): The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers' social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers' social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers' social and emotional competencies in various settings. The last part of the paper links teachers' and students' social and emotional competencies. We stress the importance of teachers' social and emotional competencies for healthy teacher-student relationships, and students' well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND in HAND programme - documentation of the questionnaire scales Roczen, Nina; Rožman, Mojca; Wetzel, Pauline; Hartig, Johannes; Gasteiger-Klicpera, Barbara; […] Research Data, Diagnostic Instruments | Pedagoški inštitut | 2023 44655 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Wetzel, Pauline; Hartig, Johannes; Gasteiger-Klicpera, Barbara; Gøtzsche, Katinka; Kozina, Ana; Matić Bojić, Jelena; Oskarsson, Magnus; Tomé, Gina
Title: Evaluation of the HAND in HAND programme - documentation of the questionnaire scales
Published: Ljubljana: Pedagoški inštitut, 2023
URL: https://handinhand.si/en/
Publication Type: 6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

HAND:ET international dataset Rožman, Mojca; Roczen, Nina; Hartig, Johannes; Paleczek, Lisa; Gøtzsche, Katinka; Kozina, Ana; […] Research Data, Diagnostic Instruments | Pedagoški inštitut | 2023 44656 Endnote: Author(s): Rožman, Mojca; Roczen, Nina; Hartig, Johannes; Paleczek, Lisa; Gøtzsche, Katinka; Kozina, Ana; Matić Bojić, Jelena; Oskarsson, Magnus; Tomé, Gina
Title: HAND:ET international dataset
Published: Ljubljana: Pedagoški inštitut, 2023
URL: https://handinhand.si/en/
Publication Type: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Global Competence - ein Konzept für eine globale zukunftsfähige Bildung? Roczen, Nina; Kater-Wettstädt, Lydia Book Chapter | Aus: Genkova, Petia (Hrsg.): Handbuch Globale Kompetenz: Grundlagen - Herausforderungen - Krisen | Wiesbaden: Springer | 2022 42446 Endnote: Author(s): Roczen, Nina; Kater-Wettstädt, Lydia
Title: Global Competence - ein Konzept für eine globale zukunftsfähige Bildung?
In: Genkova, Petia (Hrsg.): Handbuch Globale Kompetenz: Grundlagen - Herausforderungen - Krisen, Wiesbaden: Springer, 2022 , S. 1-14
DOI: 10.1007/978-3-658-30684-7_2-1
URL: https://link.springer.com/referenceworkentry/10.1007/978-3-658-30684-7_2-1
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
Abstract: Die OECD hat sich in PISA 2018 erstmalig dazu entschieden, mit "Global Competence" eine Kompetenz zu testen, in deren Zentrum (auch) Normen und Werte stehen. Der Versuch der Messung eines solchen Konstrukts in einer international vergleichenden Studie durch eine Organisation wie die OECD birgt Chancen, aber auch große Herausforderungen. In diesem Kapitel wird beschrieben, wie das Konstrukt Global Competence im Rahmen der PISA Studie konzeptualisiert und wie die einzelnen Aspekte konkret erfasst wurden. Anschließend werden die Herausforderungen diskutiert, die mit der Erhebung eines Konstrukts wie Global Competence im Rahmen einer international angelegten Studie wie PISA von einer Organisation wie der OECD verbunden sind und welche Konsequenzen sich für eine (globale) Bildung für nachhaltige Entwicklung auf internationaler Ebene ergeben können. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Measuring system competence in education for sustainable development Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer Journal Article | In: Sustainability | 2021 41188 Endnote: Author(s): Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Title: Measuring system competence in education for sustainable development
In: Sustainability, 13 (2021) 9, S. 4932
DOI: 10.3390/su13094932
URN: urn:nbn:de:0111-pedocs-238471
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english): This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Global competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und […] Weis, Mirjam; Reiss, Kristina; Mang, Julia; Schiepe-Tiska, Anja; Diedrich, Jenniger; Roczen, Nina; […] Monograph | Münster: Waxmann | 2020 40667 Endnote: Author(s): Weis, Mirjam; Reiss, Kristina; Mang, Julia; Schiepe-Tiska, Anja; Diedrich, Jenniger; Roczen, Nina; Jude, Nina
Title: Global competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen
Published: Münster: Waxmann, 2020 (Wissenschaft macht Schule, 2)
DOI: 10.31244/978383099300
URN: urn:nbn:de:0111-pedocs-210696
URL: https://www.pedocs.de/frontdoor.php?source_opus=21069
Publication Type: 1. Monographien (Autorenschaft); Monographie
Language: Deutsch
Keywords: Deutschland; Einstellung <Psy>; Eltern; Fragebogenerhebung; Globales Denken; Globales Lernen; Globalisierung; Interkulturalität; Interkulturelle Kompetenz; Internationaler Vergleich; Jugendlicher; Lehrer; PISA <Programme for International Student Assessment>; Schüler; Schülerperspektive; Schulform; Schulleiter; Selbsteinschätzung
Abstract: In der PISA-Studie 2018 wurde als innovative Domäne erstmals Global Competence bei fünfzehnjährigen Schülerinnen und Schülern erfasst. In dieser Zusatzerhebung werden das selbsteingeschätzte Wissen von Schülerinnen und Schülern zu Themen mit lokaler und globaler Bedeutung (z. B. Klimawandel, Armut, Pandemien) sowie ihre Einstellungen zu globalen und interkulturellen Themen in den Blick genommen. Dabei geht es beispielsweise um den respektvollen Umgang mit Menschen unterschiedlicher nationaler Herkunft und entsprechendem ethnischen, religiösen, sozialen oder kulturellen Hintergrund. Diese Broschüre stellt die Ergebnisse der Schülerinnen und Schüler in Deutschland aus der Zusatzauswertung Global Competence bei der PISA-Studie 2018 vor und betrachtet diese im internationalen Vergleich. Zusätzlich werden die Sicht der Schulleitungen und Lehrkräfte in den verschiedenen Schularten sowie die Sicht der Eltern einbezogen. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim […] Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina Journal Article | In: European Journal of Psychological Assessment | 2020 39653 Endnote: Author(s): Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Title: The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim Organizational Conflict Style Inventory-II (ROCI-II)
In: European Journal of Psychological Assessment, 36 (2020) 4, S. 526-536
DOI: 10.1027/1015-5759/a000527
URN: urn:nbn:de:0111-pedocs-237830
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237830
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Jugendlicher; Konflikt; Demokratische Erziehung; Konfliktlösung; Messverfahren; Modell; Messung; Unterschied; Einflussfaktor; Erhebungsinstrument; Psychometrie; Struktur; Evaluation; Faktorenanalyse
Abstract (english): This study examines the latent structure of the Rahim Organizational Conflict Inventory - II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation